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  • 1.
    Abovarda, Adam
    et al.
    Högskolan Väst, Institutionen för ekonomi och it.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    E-learning as Part of Residency Education2023Ingår i: Caring is Sharing: Exploiting the Value in Data for Health and Innovation. Proceeddings of MIE 2023 / [ed] Maria Hägglund, Madeleine Blusi, Stefano Bonacina, Lina Nilsson, Inge Cort Madsen, Sylvia Pelayo, Anne Moen, Arriel Benis, Lars Lindsköld, Parisis Gallos, IOS Press, 2023, Vol. 302, s. 496-497Konferensbidrag (Refereegranskat)
    Abstract [en]

    Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.

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  • 2.
    Berg, Agne
    et al.
    Campus Västervik.
    Creelman, Alastair
    Linnéuniversitetet.
    Henriksson, Katarina
    Umeå universitet.
    Holmberg, Jörgen
    Högskolan i Gävle.
    Tell, Joakim
    Högskolan i Halmstad.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller. WP2 delrapport inom K3-projektet ”Nya vägar”2020Rapport (Övrigt vetenskapligt)
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  • 3.
    Gellerstedt, Martin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Navigating in a new pedagogical landscape with an introductory course in applied statistics.2014Ingår i: Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012 / [ed] MacGillivray, H., Martin, M., and Phillips, B, New York: Springer , 2014, s. 119-148Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    During the last few decades, a great deal of effort has been put into improving statistical education, focusing on how students learn statistics and how we as teachers can find effective ways to help them. At the same time the use of computers, the Internet, and learning management systems has grown rapidly, and offers new educational possibilities. In this chapter, we will discuss how these changes in the pedagogical landscape have affected our introductory course in applied statistics. The course and teaching context are presented in relation to guidelines for assessment and instruction in statistics and to seven principles for effective teaching. Teaching strategies, course content, and examples of course material are included. Furthermore, results from evaluations are discussed, especially focusing on diversity in student characteristics. These results indicate a variation in learning styles both between and within groups. Finally, we present some of our ideas for future development including strategies for individualization and the use of educational mining.

  • 4.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Rossi, Matti
    Aalto University, Helsinki (FIN).
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Action design research as a means for organizing workplace learning: case studies of e-learning platforms2021Ingår i: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 33, nr 6, s. 405-425Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.

    Design/methodology/approach

    This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.

    Findings

    The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.

    Originality/value

    The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

  • 5.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Rossi, Matti
    Information Systems,Aalto University, Helsinki, Finland.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Work-Integrated Learning as an Outcome of Using Action Design Research in Practice2019Ingår i: Extending the Boundaries of Design Science Theory and Practice / [ed] Tulu B., Djamasbi S., Leroy G., Springer, 2019, Vol. 11491, s. 92-107Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

  • 6.
    Jobe, William
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship2019Ingår i: Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy / [ed] Iréne Bernhard, Trollhättan: University West , 2019, s. 235-247Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores the results and perceived effects from an IT project management course given in Informatics at University West in Sweden. The 10-week course requires students to manage and execute real-world projects as a form of work integrated learning (WIL). For the past three years, the course has been performed in cooperation with the Innovatum Startup program offered by the Innovatum Science Center in Trollhättan, Sweden. Each year Innovatum Startup hosts a match making session where the startup companies present their projects and propose concrete projects that the university students can choose as their real-world project. This paper presents the results regarding the startups' and students' satisfaction with the course as well as the outcomes of the students' work for the startups and the effects on the students' future employability, networking and entrepreneurship. The results are based on surveys given to the participating students and startup companies. The findings show a high level of student and startup satisfaction with the WIL collaboration and the findings reaffirm similar research that WIL courses benefit student employability and networking. However, the findings do not show a significant impact on entrepreneurship.

  • 7.
    Jobe, William
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    MOOCs for Professional Teacher Development2014Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 1580-1586Konferensbidrag (Refereegranskat)
    Abstract [en]

    A MOOC is a trending concept in education that is disrupting traditional methods oflearning consumption. The emergence and use of MOOCs for professional teacher development isstill uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typicallyfocuses on impacts for higher education and lifelong learning. However, the specific intersection ofMOOCs and professional teacher development is poorly researched. This concept papercontemplates the benefits and drawbacks of using MOOCs for professional teacher developmentand calls for more practical studies and explorative research. This paper also speculates on the basicMOOC design criteria and principles needed to maximize engagement and course completion,which are currently common issues with general MOOCs. The conclusion is that MOOCs can be acost- and resource-effective means to deliver quality education in order to further professionalteacher development. However, possible risks are employers' reluctance to accept MOOCaccreditation as equivalent professional development and the lack of relevant MOOC courses forprofessional development.

  • 8.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Lindroth, Tomas
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Nilsson, Stefan
    Stahl-Falck, Pia
    Östlund, Christian
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Svensson, Lars
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Sorensen, Carsten
    Grundén, Kerstin
    Exploring Tools and Methods for Work-Integrated Learning2002Ingår i: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education / [ed] Margaret Driscoll; Thomas C. Reeves, Association for the Advancement of Computing in Education (AACE) , 2002, s. 2234-2237Konferensbidrag (Refereegranskat)
    Abstract [en]

    Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.

  • 9.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Learning together and Teaching alone - a case study of an educational consultancy firm2001Ingår i: Conference on Managing Knowledge: conversations and critiques, 10-11 April, 2001, Leiceister Management Centre, UK., 2001Konferensbidrag (Övrigt vetenskapligt)
  • 10.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Svensson, Lars
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Östlund, Christian
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Towards Work Integrated Learning Communities2003Ingår i: ECIS 2003 ProceedingsArtikel i tidskrift (Refereegranskat)
  • 11.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Östlund, Christian
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Crossing Boundaries Through Work-integrated Knowledge Communities2003Ingår i: E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, San Diego, CA: Association for the Advancement of Computing in Education (AACE) , 2003, s. 1707-1710Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports from the preliminary lessons learned of an action case study in which learning initiatives in a business organisation are investigated. The main question is abouthow to integrate knowledge and learning processes in business work processes? We are at present facing the challenge of integrating an actual business work process with an sustainable knowledgeand learning process in an on-going action case research project together with a company withinthe chemical industry. We argue for a greater appreciation of informal learning processes as powerful complements to formal training and capability building. The implications from the casestudy so far, are that the business processes need to reconsider its learning capacity from the pointof view of actual work practice. We propose the vision of a work-integrated knowledge community that is facilitated by crossing boundaries in the daily work practice of business organisations

  • 12.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Lundh Snis, UlrikaHögskolan Väst, Institutionen för informatik och matematik (HTU).Sørensen, CarstenHögskolan Väst, Institutionen för ekonomi och it, Avd för informatik.Fägerlind, H.Lindroth, TomasHögskolan Väst, Institutionen för informatik och matematik (HTU).Magnusson, M.Östlund, ChristianHögskolan Väst, Institutionen för informatik och matematik (HTU).
    Proceedings of IRIS 23. Laboratorium for Interaction Technology2000Proceedings (redaktörskap) (Refereegranskat)
  • 13.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. NU Hospital Group, Trollhättan (SWE).
    Abovarda, Adam
    University West, Trollhättan (SWE).
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Pålsson, Paul
    NU Hospital Group, Trollhättan (SWE); University of Gothenburg, Gothenburg (SWE).
    Digital Learning Strategies in Residency Education: a Qualitative Study from the Perspective of Physicians2022Ingår i: The 12th International Conference on Researching Work & Learning, RWL12: RWL12 -Toronto -Collection of Papers Volume 2 of 2, Toronto: RWL12 , 2022, Vol. 2, s. 267-277, artikel-id Paper 69Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In Sweden, like in other countries worldwide, the COVID-19 pandemic forced many education programs to a sudden and urgent switch to online teaching and learning, often without sufficient study. This was the case not only for schools and higher education butalso for continuing education and training. In this study, we exploratively examine resident physicians' perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on synchronous learning through video conferencing (virtual lectures and seminars) and addresses the following research question: What are the perceived opportunities and challenges related to digitallearning from the perspective of the course participants?

    The methodological approach is qualitative, based on thematic analysis of course evaluations and semi-structured interviews. The results suggest that: i) pedagogical methods, reliable technology, and the effect of course management on learning outcomes are essential factors; ii) insightsinto participants' perceptions of learning via video conferencing emphasize that interactive communication and group discussions are significant for their learning, and iii) sociotechnical aspects were part of the elements that influenced participants'satisfaction with digital learning. Findings from this study contribute to better knowledge and understanding of how a digital learning environment in general, and learning through virtual lectures and seminars in particular, can be developed and incorporated into the programs to increase their usefulness.

  • 14.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Islind, Anna Sigridur
    Reykjavik University, (ISL).
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Holmgren, Daniel
    Skaraborg Hospital and University of Gothenburg (SWE).
    Wekell, Per
    NU Hospital Group and University of Gothenburg (SWE).
    Sociotechnical Co-design with General Pediatricians: Ripple Effects through Collaboration in Action2020Ingår i: AMCIS 2020 PROCEEDINGS, Association for Information Systems, 2020, s. 1-10Konferensbidrag (Refereegranskat)
    Abstract [en]

    The embedding of digital platforms into professional practice has changed how people collaborate, learn and share knowledge at work. The healthcare sector provides an illustrative case for developments in this area. Through the introduction of a virtual collaboration platform in a continuing professional development program for pediatricians, this interdisciplinary research aims to promote continuity of the educational outcomes along with a better understanding of the usefulness of virtual collaboration and knowledge sharing at work. The research question is: How do pediatricians co-design and use a virtual collaboration platform for knowledge sharing and learning in action? The method is participatory action research, in which participants were co-designers of the content that was developed. The paper outlines some of the benefits and challenges currently emerging from the integration and use of virtual collaborations in clinical practice and provides design considerations on how to co-design content to use in virtual collaboration.

  • 15.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Islind, Anna Sigridur
    Reykjavik University (ISL).
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and knowledge sharing) when shifting to digital learning as part of a CPD course; ii) to identify features that enable and constrain interaction and networking; and; iii) to evaluate the effects of digital learning on the overall learning objectives and outcomes. This project was carried out in three steps, and the outcome is in a set of recommendations that can be used to capture and inform the design of future CPD programs, implemented in higher education, to better support informal learning in digital learning settings.

    Ladda ner fulltext (pdf)
    Presentationen pdf
  • 16.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Islind, Anna Sigridur
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians Bluenotes2021Konferensbidrag (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 17.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. NU Hospital Group, Trollhattan (SWE).
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    Why and When Physicians Google: Resident Physicians' Information-Seeking Strategies During Patient Consultations2023Ingår i: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 305, s. 580-583Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Physicians depend on access to accurate, up-to-date information and knowledge to make decisions and carry out their work. Today, access to online medical information has become easier than ever before. There is a stream of research interested in understanding how online health information intervenes and influences the patient-physician relationship. While many studies have focused on patients' online health information seeking, fewer studies have addressed how physicians seek and use online medical information. In this qualitative study, focus groups using clinical scenarios were conducted to examine why and when resident physicians turn to search engines like Google for medical information seeking at the point of care. The paper provides insights in physicians' perceptions and experiences of using digital tools for information seeking during patient consultations. Specifically, we identify and discuss information-seeking strategies of physicians during the patient consultation, contributing crucial knowledge for improving the quality of healthcare and patient outcomes.

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  • 18.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Master Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Pålsson, Paul
    Department of Medical Education, NU Hospital Group, Trollhättan (SWE); Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE).
    Jood, Katarina
    Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE); Department of Neurology, Sahlgrenska University Hospital, Gothenburg (SWE).
    Designing for digital transformation of residency education: a post-pandemic pedagogical response2023Ingår i: BMC Medical Education, E-ISSN 1472-6920, Vol. 23, nr 1, s. 1-10, artikel-id 421Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.

    METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.

    RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.

    CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

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  • 19.
    Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach2015Ingår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, s. 1544-1551Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper contributes with a model for evaluating IT supported workplace training (e-training). Since the problem domain of e-training is in the intersection of work, learning and IT, evaluating e-training is complex with multiple stakeholders. Venable et al (2012) provide a framework for how to choose evaluation strategy and method in design science research. This framework is applied to a desing science research project aiming for a design framework for developing e-training systems. A model based on the framework by Venable et al. (2012) and the design science research case is then suggested.

  • 20.
    Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Design for e-training2017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. The objective of this thesis is to inform how technology can be designed to support workplace training by acknowledging the context demands of every day work. The context for this thesis is the government authority in Sweden called the county administration. The research in this thesis follows the approach of design science research and design principles for e-training through web lectures emerged in collaboration with members of the county administration through four design cycles of problem awareness: conceptual suggestion, system development, and evaluation. The perspective on learning adopts that of socio-cultural learning since it acknowledges the importance of context by stressing the relationship between learning and the context in which the learning occurs. A framework called authentic e-learning with nine core design principles was chosen as a kernel theory. The first version of the web lecture application was based on the unchanged design principles of authentic e-learning. The design principles were then evaluated in the context of a work place and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of work place learning and new principles emerged from the evaluation process. The thesis concludes with eight design principles for e-training through web lectures.

  • 21.
    Östlund, Christian
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    E-learning use patterns in the workplace: Web logs from interaction with a web based lecture2012Ingår i: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 5, nr 4, s. 4-8Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    When designing for e-learning the objective is todesign for learning i.e. the technology supporting thelearning activity should aid and support the learningprocess and be an arena where learning is likely to occur. Toobtain this when designing e-learning for the workplace theauthor argue that it is important to have knowledge on howusers actually access and use e-learning systems. In order togain this knowledge web logs from a web lecture developedfor a Scandinavian public body has been analyzed. During aperiod of two and a half months 15 learners visited the weblecture 74 times. The web lecture consisted of streamingvideo with exercises and additional links to resources on theWWW to provide an opportunity to investigate the topicfrom multiple perspectives. The web lecture tookapproximately one hour to finish. Using web usage miningfor the analysis seven groups or interaction patternsemerged: peaking, one go, partial order, partial unordered,single module, mixed modules, non-video modules.Furthermore the web logs paint a picture of the learningactivities being interrupted. This suggests that modulesneeds to be fine-grained (e.g. less than 8 minutes per videoclip) so learners’ do not need to waste time having to watchparts of a video clip while waiting for the part of interest toappear or having to fast forward. A clear and logicalstructure is also important to help the learner find their wayback accurately and fast.

  • 22.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Jobe, William
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    E-training through web lectures2014Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 397-402Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.

  • 23.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Kautz, Karlheinz
    Copenhagen Business School.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Towards adapting authentic learning for formal workintegrated e-learning2009Ingår i: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09, 2009, s. Aricle 29-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This poster reports from the initial steps of formulating a prescriptive design theory to support the development of scholastic/formal work-integrated e-learning systems. For this purpose a framework for authentic learning, developed andevaluated in a school setting and the eight components of design theories by Gregor and Jones has been used to guide two elearning activities in a work setting. Adapting authentic learning to a formal work-integrated e-learning context calls for a simplification of the framework where some elements of authentic learning become peripheral whereas others become more central. Copyright 2009 ACM.

  • 24.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Design Guidelines Through Educational Mining2015Ingår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, s. 1854-1857Konferensbidrag (Refereegranskat)
    Abstract [en]

    Great effort is put into improving online education, focusing on how students learn and how teachers' can help the students' to be effective in that process. Recently the interest in using web mining techniques in e-learning environments (educational mining) for this purpose has increased. The efforts can be oriented towards assisting the students' learning process, the teachers' scaffolding efforts or the administrators' to make the web site more efficient. It is argued in this paper that educational mining also have great potential in deriving design guidelines for the e-learning environment and not only support the processes taking place after the system is developed and implemented.

  • 25.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Kautz, Karlheinz
    Copenhagen Business School.
    Multimedia instruction in a workintegrated e-learning environment: Findings from the early stages of a design researchproject2007Ingår i: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30, University of Tampere , 2007, s. 683-698Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports from a design process within an e-learning project. An e-learning web lecture on how to search the World Wide Web was created based on narrated screen captures and power point slides. A framework grounded in situated learning was used to create the multimedia instruction for the web lecture. Flexibility vs. collaboration, multimedia instruction vs. multimedia interaction and situated content vs. situated use headlines the discussion on challenges where theory and practice deliver conflicting implications for system design.

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